Some Basic Concepts Of Chemistry Class 11 Exercise Answers Pdf Download !FREE!
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Shaalaa.com has the Maharashtra State Board Mathematics Chemistry 11th Standard Maharashtra State Board Maharashtra State Board solutions in a manner that help students grasp basic concepts better and faster. The detailed, step-by-step solutions will help you understand the concepts better and clarify any confusion. Balbharati solutions for Mathematics Chemistry 11th Standard Maharashtra State Board Maharashtra State Board 1 (Some Basic Concepts of Chemistry) include all questions with answers and detailed explanations. This will clear students' doubts about questions and improve their application skills while preparing for board exams.
some basic concepts of chemistry class 11 exercise answers pdf download
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The students of the science stream must be aware that chemistry is a branch of science that deals with the composition, structure, properties, and characters of different matter. Chemistry is also known as the science of atoms and molecules. While knowing your class 11 chemistry syllabus is important is also essential to be through with the course. This blog will cover some vital and important study notes related to chapter 1 of some basic concepts of Chemistry class 11.
Chapter 1 of some basic concepts of Chemistry Class 11 also discusses the properties of different substances and their unique characteristics and properties. Having said that, the properties can be divided into two types:
The concept of significant figures in chapter 1 of some basic chemistry class 11 explains that the reliability of a measure is given by the number of digits used to represent it. To put it more precisely, we use figures which are known with certainty. These numbers are known as significant figures. They contain all specific figures plus a questionable figure in a number.
This brings us to the end of this blog on some basic concepts of chemistry class 11. We hope that the blog will help you during your exams to quickly brush up on some basic concepts of chemistry and other study notes. For more such blogs, study notes and amazing reads, stay tuned to Leverage Edu.
It is Your job to teach programming. Unfortunately, some of the studentsare semi-professionals and have years of experience while others do not even know the basic concepts, e.g. the concept "typed variable".
I recently attended a course in which there was a very wide spectrum of experience in programming among the students. They still managed to keep the experienced programmers in the class interested by having an exercise program in which they timed the practical parts of the exercises (the programming part), and posted the results in a high score chart. At the end of each lecture, the professor gave some pointers as to how we could improve our times even more. As we all know, all engineers love competing for topping such lists, so we kept showing up, and even learned a new thing or two. The inexperienced students managed to complete the exercises too, even if they didn't care too much about their times.
1) Introduction to personal computers and modern computing. Assuming that the course's software runs on windows, there may be some that need to cover the basics of a computer, e.g. what is a hard drive, keyboard, mouse, monitor, CPU, motherboard, etc. Note that this has nothing to do with even one line of code other than naming operating systems potentially. For some people this may be new to them and thus having a course that covers the basics, may well be worth it. Also in this course would be ways to use a mouse and all its various buttons, what are the various kinds of cables and connections people have, what are drivers, what are patches, what are parts of a network, e.g. firewall, router, load balancers, etc. The idea here isn't to get into how to configure a firewall perfectly, but rather that the person understands what various hardware components are for and possibly how to configure a home wireless network as the most complicated concepts taught.
The process of developing the PSL exercises started by asking what the primary goal was and what outcomes we were trying to achieve. The answer to the first question underpins our educational philosophy related to medicinal chemistry, which is the appreciation of the applicability to patient care of the knowledge gained in class. To answer the second question, we referred to the course syllabus, which identified three key educational outcomes and their respective competencies (Table 1). Four activities with several exercises were employed in the PSL. Instructions for completing each exercise were provided (Table 2). Students had previously completed study of adrenergic agonist, beta adrenergic antagonist, and anticoagulant drug classes addressed in the PSL. For this offering of the PSL, we decided not to assign a grade for student work since activities and related exercises were intended to help students assess their abilities to apply knowledge gained two days before the third examination. Electing not to assign a grade for student work was also intended to foster self-awareness and professional growth and to advance the concept of self-directed learning, as part of meeting the professionalism, citizenship, and leadership outcome (Table 1).
More time will be spent to ensure that the clinical faculty members are informed about the goals of the medicinal chemistry PSL, the key scientific concepts behind each exercise, and the expectations from clinical faculty members to help students meet course educational outcomes to reinforce the relevance of chemistry to practice and to help students develop practice-based skills (Table 6). In addition to coordinating with clinical faculty members in the pharmacy program, more effort is needed to reach out to the pharmacology faculty members (housed in the school of medicine) to further synchronize content and/or explore the possibility of a truly integrated medicinal chemistry-pharmacology course and PSL sessions.
To introduce the student to the basic concepts of Organic Chemistry and to the properties and reactivity of the different classes of organic compounds.
Knowledge and understanding: aim of the course is to give to the student the fundamentals of Organic Chemistry and the essential instruments to understand the biochemistry phenomena and processes. The most important classes of organic compounds and of organic chemistry reactions for students in Biology will be especially discussed, highlighting the connections with the biological world. The thermodynamic and kinetic aspects of organic reactions will be also discussed together with the notational and stereochemical terms of organic compounds and reactions. The main classes of macromolecules of biological interest will be also presented and discussed in terms of structure and reactivity.
Applying knowledge and understanding: in parallel to theoretical explanations, the student will be guided through the resolution of organic chemistry problems also in order to train the student to apply and reinforce the concepts acquired. This will allow him to apply knowledge and understanding, correlating the structure of organic molecules to their properties and reactivity.
Making judgements: The student will become independent in the evaluation and interpretation of the experimental data which deal with the properties and reactivity of organic molecules. The student will be possibly acquire a complete autonomy in the classification of organic compounds and an elementary ability to understand the properties and reactivity of organic and biological molecules. The student will also be able to evaluate the didactics.
Communication: at the end of the course, the student should be able to properly communicate using the typical terminology of organic chemistry and shouild also be able to discuss problems of stereochemistry and reactivity of the main classes of organic compounds.
Learning skills: To acquire a methodology of study wich allows the prosecution of the universitary formation.
The examination consists of a written (2 hs time) and an oral proof. At the half and at the end of the semester, it is possible to attend two
intermediate written proofs regarding the first and second part of the programme, respectively.
Who will pass both the intermediate proofs can directly access the oral examination.
The written hexam consists of 6 exercises of organic chemistry at open answers. Each of these exercises will be evaluted with 5 points.
The final votation is a media of the written and oral proofs.
Written and oral exams. At the half and at the end of the semester, it is possible to attend two intermediate written tests related to the first and second part of the programme. Who will pass both the intermediate tests can directly access the oral examination.
Written and oral examinations will verifying the knowledge of the student through the discussion of organic chemistry problems with the aim to evaluate the ability to apply the competence acquired by the student on the structure and reactivity of organic and bio-organic compounds.
The exam is passed if the student is able to analyse the organic and bio-organic compounds in terms of functional groups and stereocenters present and if he is able to classify and assign the systematic IUPAC name to molecules belonging to the main classes of organic compounds.
The ability to describe the stereochemistry and the properties of stereoisomers will be also evaluated in details (up to further 3 points) toghether with the knowledge of the reactivity of the main classes of organic compounds (up to further 3 points).
It will be also evaluated the ability to correlate the molecular properties and reactivity of organic compounds with their molecular structures (structure-property relationship) and to describe the mechanism of the main organic reactions by using the curley arrows (up to further 3 points).
The ability to properly discuss the organic chemistry reaction in terms of kinetics and thermodynamics will allow to gain up to further 3 points.